Forschungs- & Publikationsdatenbank PH Karlsruhe

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Prof. Dr. Standl, Bernhard

Fakultät für Natur- und Sozialwissenschaften - Institut für Informatik und digitale Bildung

Icon Mail bernhard.standl[at]ph-karlsruhe.de
OrcID: 0000-0002-8849-2980

Projekte

• (!) Sonstiges, nicht gelistetes Institut
Projekt-ID:180
Entwicklungsvorhaben
abgeschlossen

InDiKo: Nachhaltige Integration von fachdidaktischen digitalen Lehr-Lern-Konzepten an der Pädagogischen Hochschule Karlsruhe
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Fakultät für Natur- und Sozialwissenschaften • Institut für Informatik und digitale Bildung
Projekt-ID:193
Forschungsprojekt
akt. laufend

Kooperatives Promotionskolleg „Wissensmedien. Technologie, Lernen und Anwendung aus interdisziplinärer Perspektive“
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Projekt-ID:188
Entwicklungsvorhaben
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DigiSET Digital Skills Enhancement
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Projekt-ID:187
Entwicklungsvorhaben
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DiAs - Digital Assessment – Digitales, kompetenzorientiertes Prüfen an der Pädagogischen Hochschule Karlsruhe
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Projekt-ID:172
Forschungsprojekt
abgeschlossen

Lehr-Lern-Labor Informatik an der PH Karlsruhe
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Publikationen

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SammelbandOnlinePeer ReviewEnglisch

A Pilot Study to Identify Evidence-based Technology-enhanced Teaching Patterns in Pre-service Teacher Education

Schlomske-Bodenstein, N. & Standl, B. (2022). A Pilot Study to Identify Evidence-based Technology-enhanced Teaching Patterns in Pre-service Teacher Education. In: Proceedings of the Society for Information Technology & Teacher Education International Conference (SITE 2022) (S. 661-666). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE).

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SammelbandOnlinePeer ReviewEnglisch

Development of a Vignette-based Instrument to Assess Students’ Perception of the Teacher's Empathy during Collaborative Algorithmic Problem-solving Tasks

Standl, B. & Schlomske-Bodenstein, N. (2022). Development of a Vignette-based Instrument to Assess Students’ Perception of the Teacher's Empathy during Collaborative Algorithmic Problem-solving Tasks. In: Proceedings of 2022 IEEE Global Engineering Education Conference (EDUCON) (S. 1153-1159). Tunis, Tunisia: IEEE.

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SammelbandOnlinePeer ReviewEnglisch

Exploring Pre-service Computer Science Teachers’ Perception of Collaborative Learning in Online Teaching from a TPK Perspective

Standl, B. & Schlomske-Bodenstein, N. (2022). Exploring Pre-service Computer Science Teachers’ Perception of Collaborative Learning in Online Teaching from a TPK Perspective. In: Mobility for Smart Cities and Regional Development - Challenges for Higher Education (S. 107-113) (Band 389). Cham: Springer.

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Sammelband

MUSE4Anything - Ontologiebasierte Generierung von Werkzeugen Zur Strukturierten Erfassung von Daten

Bühler, F., Barzen, J., Leymann, F., Standl, B. & Schlomske-Bodenstein, N. (2022). MUSE4Anything - Ontologiebasierte Generierung von Werkzeugen Zur Strukturierten Erfassung von Daten. In: 8. Tagung des Verbands Digital Humanities im deutschsprachigen Raum, DHd 2022. Potsdam: Dhd.

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SammelbandOnlinePeer ReviewEnglisch

Promoting Computational Thinking in Teacher Education - Combining Semantic Waves and Algorithmic Thinking

Ritter, F. & Standl, B. (2022). Promoting Computational Thinking in Teacher Education - Combining Semantic Waves and Algorithmic Thinking. In: ACM Conference on International Computing Education Research (ICER) (S. 48-49). Lugano and Virtual Event, Switzerland: Association for Computing Machinery (ACM).

Abstract
Teaching algorithmic thinking and programming is an important competency for future informatics teachers to acquire. To encourage this, we are investigating the development of a teaching-learning structure that combines the concept of semantic waves and algorithmic thinking with integrating block-based languages. In our teaching-learning laboratory for informatics (TLL), pre-service informatics teachers develop workshops based our concept, evaluate them with school classes and reflect on their didactic learning. Our concept is evaluated by students’ algorithmic thinking and their perception of the semantic wave using mixed methods. This poster presents one workshop based on our teaching-learning structure and its research procedures.
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ArtikelOpen Access · CCPeer ReviewEnglisch

First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers

Knie, L., Standl, B. & Schwarzer, S. (2022). First experiences of integrating computational thinking into a blended learning in-service training program for STEM teachers. Computer Applications in Engineering Education, 2022.

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ArtikelOpen AccessPeer ReviewEnglisch

Identification of pupils’ preferences of patterners and dramatists in secondary school computer science education

Bentz, A. & Standl, B. (2022). Identification of pupils’ preferences of patterners and dramatists in secondary school computer science education. Discover Education, 2022(11).

Abstract
With the increasing integration of computer science into school curricula, a growing number of pupils are coming into contact with this subject. To get as many pupils as possible interested in computer science, the teaching strategies and methods must meet the heterogeneous prerequisites of the pupils. The purpose of this paper is to find out how to identify two different student behavioral preferences mentioned in the computer science education literature. Considering these preferences, the focus was set on the preferences for socially enriched learning on the one hand and task-oriented learning on the other hand. Even though related research has been found on the preferences of preschoolers and adults, research is missing in the field of computer science education at the secondary school level. Thus, this study focuses on the learning preferences of pupils in secondary school education regarding the two behavioral preferences. As a result, an instrument was developed and piloted that, validated by qualitative methods, measures these different preferences. Preliminary exploratory results from analyses with school classes show that preference clusters can be found in secondary education. Further research aims to use these findings to improve computer science education.
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ArtikelOnlinePeer ReviewEnglisch

Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking

Ritter, F. & Standl, B. (2022). Promoting Student Competencies in Informatics Education by Combining Semantic Waves and Algorithmic Thinking. Informatics in Education, 2022.

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